When software is designed by people from diverse identities and experiences, it is more likely to be inclusive and address a broader range of user needs. However, for transgender and non-binary students in software engineering, the path to becoming such creators may be marked by unique challenges. While existing research explores gender minorities in professional software engineering, limited attention has been given to their educational journey, a key phase for ensuring equal opportunities and preventing exclusion in the tech workforce. This study aims to address this gap by investigating the experiences of transgender and non-binary students in software engineering, with a particular focus on their motivations for entering the field, the obstacles they encounter, and potential strategies for fostering greater inclusivity within their academic environments. Based on 13 semi-structured interviews with transgender and non-binary students across the globe, we found that gender identity plays an indirect role in their decision to pursue software engineering. Key factors include the appeal of remote work and a personal desire to create more inclusive technologies. Although the participants did not report direct discrimination within their universities, many described experiencing verbal insults, judgment, intolerance, and hostility, all of which negatively impacted their mental health. These challenges often stem from socio-cultural norms and a lack of representation. Despite these obstacles, the students remain committed to their choice of study but call for greater institutional support, structural changes, and increased representation. From these findings, we suggest concrete steps to support students, regardless of gender identity.